Enseñanza Superior a Distancia: Posibilidad de Deserción Escolar, Estilos y Estrategias de Aprendizaje

Andrade, Raíssa Bárbara Nunes Moraes; Zerbini, Thaís

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Social Psychology • Paidéia (Ribeirão Preto) 29 • 2019 • https://doi.org/10.1590/1982-4327e2931 copiar

Enseñanza Superior a Distancia: Posibilidad de Deserción Escolar, Estilos y Estrategias de Aprendizaje

Autoría SCIMAGO INSTITUTIONS RANKINGS

Resumen

La Educación a Distancia (EAD) se ha demostrado apropiada para el campo actual de Capacitación, Desarrollo y Educación (CD&E), que está experimentando constantemente transformaciones resultantes de las innovaciones tecnológicas. Una de las razones para el abandono de los programas de EAD son las características de los estudiantes. El presente estudio tuvo como objetivo relacionar la posibilidad de deserción de un curso EAD con las variables que pertenecen a las características del estudiante (Estrategias y Estilos de Aprendizaje). Han respondido virtualmente a los instrumentos de Estilos y Estrategias de Aprendizaje 135 estudiantes que estaban inscriptos en un curso de educación superior a distancia. Los resultados revelaron que la mayoría de los participantes que no abandonaron el curso usan Estrategias de Aprendizaje Autorreguladoras y Conductuales y presentan el Estilo de Aprendizaje relacionado con el Ambiente de Estudio. Los datos obtenidos contribuyen a futuras planificaciones de programas de CD&E, que deben tener en cuenta las características de la clientela.

Palabras clave:
educación a distancia; características del estudiante; deserción

Description of items	Factorials loadings
Description of items	1	2	3	4
1. I remained calm when I had a difficulty		0.72
2. When I felt anxious, I repeated to myself that everything would be okay at the end of the course.
3. I remained calm with the possibility of having a yield below the expected.		0.78
4. I remained calm before the mistakes I made when performing course activities.		0.60
5. I tried harder when I realized I was losing focus.	0.57
6. I forced myself to keep my attention in my studies when I felt uninterested.	0.63
7. I tried harder when I realized I was losing interest on the subject.	0.55
8. I reviewed the subject to verify how much I mastered the content.	0.44
9. I tried harder to verify my understandinZZg of what was being taught.	0.66
10. I looked for solving my doubts by consulting the course booklets.	0.50
11. I sought to better understand the contents when studying them in the course booklets.	0.51
12. I asked for help from the tutor to clarify my doubts about the content.			0.43
13. I asked for help from colleagues in the forums to clarify my doubts.			0.58
14. I exchanged messages with colleagues to clarify doubts about the course content.			0.44
15. I sought other research sources, off the internet, related to the course to help me learn.				-0.67
16. I sought websites related to the course content to help me learn.				-0.60
17. I tried to understand the content by applying it in practice, rather than devoting time reading or asking someone for help.			0.60
18. I reviewed the contents related to the exercises I made mistakes in.
19. I learned content by mentalizing them repeatedly until I perceived that I understood them.			0.80
20. I mentally repeated the course contents that I would like to learn.			0.79
21. I took notes on the course contents.	0.47
22. I made summaries of course contents.
23. I read the course content several times as a learning method.			0.52
24. I made schemes of the course content as a learning method.			0.53
25. I reflected on the implications that the contents learned could have.	0.81
27. I associated the course contents with my previous knowledge.	0.40
28. I differentiated, when analyzing the course contents, the most important aspects from the least important.
29. I identified daily situations in which I could apply the course contents.	0.61
N	122	131	125	131
No. of items	12	3	8	2
Alpha (α)	0.90	0.81	0.83	0.80

Description of items	Factorials loadings
Description of items	1	2	3
4. To perform a parallel activity while studying, such as listening to music, watching TV, surfing the internet.
10. To study together with other students.			0.84
12. To participate in the activities of virtual interaction (forums, chat) to discuss the contents with the other students.			0.31
13. To receive detailed instructions on the activities to be carried out in the course.		0.39
15. That professors/tutors explain clearly what is important to study to achieve the objectives proposed in the course.		0.48
20. To study in well-lit places.	0.61
21. To study in environments with little noise.	0.86
23. That learning assessments are performed to verify my domain of the content presented.
25. To have printed reading material.		0.44
26. To be reminded about the deadlines of the course activities.		0.85
N	134	131	134
No. of items	2	4	2
Alpha (α)	0.76	0.63	0.40

Would you abandon the course for some reason?	Frequency	Valid percentage
Yes	44	32.6
No	91	67.4
Total	135	100.0

Universidade de São Paulo, Faculdade de Filosofia Ciências e Letras de Ribeirão Preto, Programa de Pós-Graduação em Psicologia Av.Bandeirantes 3900 - Monte Alegre, 14040-901 Ribeirão Preto - São Paulo - Brasil, Tel.: (55 16) 3315-3829 - Ribeirão Preto - SP - Brazil
E-mail: paideia@usp.br

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[1] Correspondence address: Raíssa Bárbara Nunes Moraes Andrade. Universidade de São Paulo. FFCLRP-Psicologia, Avenida Bandeirantes, 3900, Ribeirão Preto-SP, Brazil. CEP 14040-900 E-mail: raissa.nmoraes@gmail.com